After School St. Francis De Sales Infant School

After School St. Francis De Sale Infant Schools

Unique reference number (URN): EY310049 Address: St. Francis de Sales Infant School, Margaret Road, Walton, Liverpool, Merseyside, L4 3RX Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2005 Registers: EYR, CCR, VCR Registered person: After School (UK) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in the setting. They take turns to hold a fishing rod, while they play a fishing game. Children are happy when their friends catch a fish. This has a positive impact on children's behaviour and their social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children have motivating relationships with staff. They invite them into their play. For example, children pretend to drink tea, and they distribute pretend groceries to staff. This enriches children's interactions with others. Staff understand and consider children's unique circumstances well. They give time to children. For example, staff sit beside newly settled children while they play with some animal figures.

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Behaviour, attitudes and establishing routines Expected standard

There is a big focus on being kind in the setting. Staff remind children of the rule of 'kind feet, kind hands and kind mouths'. This is part of the setting's ethos, to help children to be kind and gentle to each other. In addition, staff address any unkind behaviour quickly. They explain to children that words can sometimes hurt people. This supports children to create a sense of empathy.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have a focus on children's attendance. They work with parents and carers to understand the importance of positive attendance. Staff follow up any absences of children, and always communicate with parents.

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Children's welfare and wellbeing Expected standard

Children in the setting wash their hands before their snack. Staff explain the importance of washing their hands before they eat their food. This supports children to understand about their personal health and hygiene. Staff remind children to use their manners. Snack time is a social occasion in the setting. Children talk to each other, and staff actively participate in the conversations. For some children, this is the time that they interact more closely with the members of staff. This has a positive impact on children's wellbeing and their relationship with the staff.

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Children's welfare and wellbeing Expected standard

Staff also talk to children about their emotions via music. They ask children what 'happy' or 'sad' music would sound like. This helps children to understand their feelings. Children benefit from spending time in the outdoor area. They use tyres and they play games, such as 'What's the time Mr Wolf?' This supports children's physical development. It also plays an important role in children's wellbeing as they spend time outdoors.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff work closely with parents to support children to make healthy choices. They send information and newsletters explaining the setting's policy around food. Leaders and staff work with parents to highlight the importance of healthy choices. In addition, the setting supports children's oral health. Staff talk to children about brushing their teeth. They also contact the local dental practice to visit the setting and talk to children. Children enjoy eating fruits and vegetables in the setting. However, on occasions, staff provide children with some less healthy choices. This does not support children to make life- long healthy habits.

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Inclusion Expected standard

Leaders and staff have high expectations for all children. They ensure that they consult with external agencies to ensure that children's needs are identified early. For example, staff seek for advice from the school so they can reduce the barriers that children might face. This also supports a two-way approach with the setting and the school.

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Inclusion Expected standard

Staff take actions to reduce barriers that children might face. For example, in the past they ensured that they always faced children with a hearing loss to ensure that they could see them. This inclusive practice supports children's participation. Leaders make their decisions about the use of any additional funding. For example, they used recent funding for staff training, to improve their knowledge to benefit children.

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Inclusion Expected standard

Staff identify the relevant support that children might need. For example, for children that might be struggling with their speech, staff plan and play games to develop their speech. Staff share the outcomes with the teacher of the school and parents and carers. They also share these activities with parents to ensure they work closely with families. This improves children's outcomes.

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Inclusion Expected standard

However, there is some inconsistency in how some staff identify children's barriers to engagement and participation. This is because not all staff take the lead to complete assessments when children need additional support. This can hinder children's learning.

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Leadership and governance Expected standard

Leaders are ambitious for all the children, especially those who are vulnerable. Managers demonstrate a commitment to supporting children, their families and staff. They know children's unique circumstances well. Leaders put a lot of thought into the ways they can communicate with parents and carers in an effective way. In addition to sharing information during drop off times, they place copies of important information in children's bags to ensure that parents are well informed. Parents make positive comments about the experience of their children. They say that it is reassuring to see their children happy.

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Leadership and governance Expected standard

Leaders follow an action plan. They evaluate it with the provider every 6 months to highlight areas for consideration. This supports leaders to improve their practice and think ahead. As a result of recent evaluation, managers take action and support staff to develop their careers. They encourage staff to complete further training to enhance their practice.

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Leadership and governance Expected standard

However, leaders are not offering sufficient guidance or training to help staff support children's healthy decision-making.

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Leadership and governance Expected standard

Managers use their professional expertise and work closely with the school. This enables effective information-sharing about all children in the setting. It also ensures that all children thrive. Managers are caring and support staff closely to manage their wellbeing. They encourage open discussions around any concerns and queries. This enables staff to feel valued and appreciated.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders promote the importance of children's attendance at the setting to parents and carers. They support and encourage families to achieve this. Children are happy and engaged in the activities that staff provide for them in the setting. Staff design activities in a

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About this setting

way that promotes children's independence, as well as team building. For example, children have free access to resources and there is enough room for children to play in groups.

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About this setting

Children also work independently to make their creations of cards. They use the accessible resources, such as glitter, petals and sequins. Children discuss with each other what they are making. When children need to have a glue stick, they ask their friends politely, saying 'thank you' to other children. This shows children's positive social skills.

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About this setting

Staff remind children to use their manners. Children make a line and wait patiently to wash their hands. They behave well. For example, children say 'thank you' when staff open the doors for them. Children feel safe in the setting. They play happily with a tea set and they pretend to distribute food to other children and the members of staff. This highlights children's social ability to interact with others.

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About this setting

Staff know their key children well and work closely with their families. They praise children for every attempt. For example, staff say 'well done' when children try to use a fishing rod to catch a pretend fish. This supports children's wellbeing and self-esteem as they feel proud of their achievements.

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Next steps

Leaders should ensure that all staff rigorously identify children's needs, and their barriers to engagement and participation. Leaders should strengthen strategies and embed well-structured routines in order for children to make life-long healthy choices.

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About this inspection

The inspector spoke with the manager, staff, children and parents and carers during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): EY310049

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Address:

St. Francis de Sales Infant School Margaret Road, Walton Liverpool Merseyside L4 3RX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: After School (UK) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:50

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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